Publications

Supporting Youth Development in Diverse School Communities

Yonezawa, S. (2017). "Price Scholarship Program Executive Summary." CREATE. 

Pollock, M. (July 28, 2017). "How to think critically about Trump's speech to your jamboree."The Washington Post. 

Pollock, M. (2017). Schooltalk: Rethinking What We Say About – and To – Students Every Day. New York: The New Press.

Pollock, M. (November 6, 2016). “The Frightening Effect of ‘Trump Talk’ on America’s Schools.” The Washington Post. 

Gregory, A., Bell, J. & Pollock, M. (2016). “How Educators Can Eradicate Disparities in School Discipline.” In Disparate Opportunity: Understanding and Addressing Inequality in School Discipline, edited by Russell Skiba, Kavitha Mediratta and Karega Rausch. Palgrave/MacMillan.

Yonezawa, S., Renner, N., Sweet, M., Simon, B. & Baxter, D. (December 2015). CS-CaVE: Districts' Roles in Broadening CS Access ACM Inroads, Number 4. 

Yonezawa, S. (2015). Student Voice and the Common Core (PDF); Teachers College Record, Student Voice in American Education Policy, NSSE Yearbook, The 114th Yearbook, Issue 1, p. 39-51.

Gregory, A., Bell, J. & Pollock, M. (2014). How Educators Can Eradicate Disparities in School Discipline: A Briefing Paper on School-Based Interventions. (Discipline Disparities Series: Interventions March 2014) Discipline Disparities Research to Practice Collaborative supported by the Atlantic Philanthropies and the Open Society Foundation.

Pollock, M., Yonezawa, S., Gay, H., Rodriguez, L., Garcia, A., & Qassimyar, M: Center for Research on Educational Equity, Assessment and Teaching Excellence (CREATE); Gilkison, T., Hernandez, R., and the Early Academic Outreach Program (EAOP), University of California San Diego. (March 2014). Innovating toward Equity with Online Courses: Testing the Optimal “Blend” of In-Person Human Supports with Low-income Youth and Teachers in California. CREATE Equity Research Report 1. 

Gianzero, G. and Lee, P. (2013). Summer Readers - Future Leaders: Diamond Educational Excellence Partnership Summer Learning Program.

Mcclure, L., Yonezawa, S. & Jones, M. (2012). Personalization and Student-Centered Learning. Students at the Center: Teaching and Learning in the Era of the Common Core. Boston, MA: Jobs for the Future.

Pollock, M. (2013). It Takes a Network to Raise a Child: Improving the Communication Infrastructure of Public Education to Enable Community Cooperation in Young People’s Success. Teachers College Record Volume 115 Number 7.

Mcclure, L., Yonezawa, S. & Jones, M. (2010). Personalization & Caring Relationships with Adults in Urban High Schools: Is There a Relationship with Academic Achievement? 

Mcclure, L., Yonezawa, S. & Jones, M. (2010). Can school structures improve teacher-student relationships? The relationship between advisory programs, personalization and students’ academic achievement. Education Policy Analysis Archives, 18(17), 1-21.

Pollock, M. and Amaechi, U. (2013). Texting as a Channel for Personalized Youth Support: Participatory Design Research by City Youth and Teachers. Learning, Media, and Technology.

Pollock, M. (2004). Race Bending: ‘Mixed’ Youth Practicing Strategic Racialization in California. Anthropology and Education Quarterly, 35 (1),: 30-52.

Vázquez, O. (2003). La Clase Mágica: Imagining Optimal Possibilities in a Bilingual Community of Learners.

 

Supporting Teacher Development in Diverse School Communities

Pollock, M. (forthcoming, 2017). “Three Challenges for Teachers in the Era of Trump.” Educational Studies. 

Pollock, M. (December 9, 2016). “Three Challenges for Teachers in the Era of Trump,” The Washington Post.

Pollock, M. (December 9, 2016). “Smart Tech Use for Equity.” Teaching Tolerance (featured on front cover).

Pollock, M., Bocala, C., Deckman, S. & Dickstein, S. (2015). “Caricature and Hyperbole in Preservice Teacher Professional Development for Diversity.” Urban Education: 1-30.

Pollock, M. (2012). Some Myths about Race that Every Educator Needs to Unlearn. In RACE: Are We So Different? (Companion volume to the American Anthropological Association’s museum exhibition and interactive website [www.understandingRACE.org.]) Wiley-Blackwell.

Pollock, M. (2011). Antiracist Educator Training. In Encyclopedia of Diversity in Education, ed. James Banks. Sage Publications. 

Yonezawa, S., Jones M. & Robb Singer, N.R. (2011). Teacher resilience in urban schools: The importance of technical knowledge, professional community and leadership opportunities. Urban Education, Vol.46, No. 5, pp. 913-931.

Pollock, M., Deckman, S., Mira, M., & Shalaby, C. (2010). “But What Can I Do?” Three Necessary Tensions in Teaching Teachers about Race. Journal of Teacher Education. 

Pollock, M. (2010). Engaging Race Issues with Colleagues: Strengthening Our Professional Communities Through Inquiry. Massachusetts Association for Supervision and Curriculum Development, Perspectives. 

Pollock, M. (2009). Emphasizing Educators’ Everyday Actions. LeadScape blog, National Institute for Urban School Improvement/National Center for Culturally Responsive Educational Systems.

Pollock, M. (2008). ed. Everyday Antiracism: Getting Real About Race in School. New York: The New Press. 
(Recipient of an Outstanding Book Award, Gustavus Myers Center for the Study of Bigotry and Human Rights, 2008. An inquiry tool for teachers, offering 70 experts’ strategies for navigating everyday race issues in classrooms and schools. Designed to support educator dialogue in formal and informal professional development.)

Pollock, M. (2008). Introduction. In Everyday Antiracism: Getting Real about Race in School, ed. Mica Pollock. New York: The New Press.

Pollock, M. (2008). Talking Precisely About Student Needs. In Everyday Antiracism: Getting Real about Race in School, edited by Mica Pollock. New York: The New Press. 2008.

Pollock, M. (2008). No Brain is Racial. In Everyday Antiracism: Getting Real about Race in School, ed. Mica Pollock. New York: The New Press.

Pollock, M. (2008). An Intervention in Progress: Pursuing Precision in School Race Talk. In Toward Positive Youth Development: Transforming Schools and Community Programs, ed. Marybeth Shinn and Hiro Yoshikawa. New York: Oxford University Press.
        (Winner of the 2010 Social Policy Edited Book Award from the Society for Research on Adolescence)

 

School Improvement through Student Voice

Yonezawa, S. and Jones, M. (2011). Shaping youth's identity through student-driven research In Catherine Hands and Lea Hubbard’s Inclusion in an Urban Educational Environment. Charlotte, NC: Information Age Publishing. 2011.

Yonezawa, S. and Jones, M. (2010). Youth engagement in urban high school reform. In W. Linds, A. Sammel & Goulet, L. (Eds.), Emancipatory Practices: Adult/Youth Engagement for Social and Environmental Justice. Boston, MA: Sense Publishing. 2010.

Yonezawa, S., Jones, M. & Joselowsky, F. (2009). Youth Engagement in High Schools: Developing a Multidimensional, Critical Approach to Improving Engagement for All Students. Journal for Educational Change, Vol. 10, pp. 191-209. 

Yonezawa, S. and Jones, M. (2009). Student Voices: Generating Reform from the Inside Out. Theory into Practice, Vol. 48, No. 3, pp. 205-212. 2009.

Park, V., Jones, M., Yonezawa, S., Mehan, B., & Datnow, A. (2009). Placing Youth Sensemaking Center Stage to Improve Opportunities for Success in Postsecondary Education. TC Record Commentary, 1-4.

Yonezawa, S. and Jones, M. (2009). Student-Driven Research. Educational Leadership, Vol. 66, No. 4, pp. 65-69.

Jones, M. and Yonezawa, S. (2008). Student Inquiry in Racially Mixed Classrooms. In M. Pollock, (Ed.) Everyday Antiracism: Concrete Ways to Successfully Navigate the Relevance of Race in School. The New Press.

Jones, M. and Yonezawa, S. (2007). Using Students' Experiences in the Classroom to Evaluate and Inform Secondary School Reform. In A. Cook-Sather & D. Thiessen (Eds.) International Handbook of Student Experience in Elementary and Secondary School. Kluwer Academic Publishers, 681-710.

Jones, M. and Yonezawa, S. (2006). Students’ perspectives on tracking and detracking. Theory into Practice, 45(1), 15-23. 

Jones, M. and Yonezawa, S. (2002). Student Voice, Cultural Change: Using Inquiry in School Reform. Journal of Equity and Excellence in Education.

University-Community Partnership in Pipeline Efforts: Supporting a College-Going Culture for All

Quartz, K.H., Weinstein, R.S., Kaufman, G., Levine, H., Mehan, H., Pollock, M., Priselac, J.Z. & Worrell, F.C.  (2017). “University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships.” Educational Researcher, Vol 46, Issue 3, 2017.

CREATE. (July 2016). “The CREATE STEM Success Initiative: Year 3 Report.” The Center for Research on Educational Equity, Assessment, and Teaching Excellence (CREATE), UC San Diego.

CREATE. (July 2015). “The CREATE STEM Success Initiative: Year 2 Report.” The Center for Research on Educational Equity, Assessment, and Teaching Excellence (CREATE), UC San Diego. 

Pollock, M. (2014). “From Denial to Creation: Meeting the Opportunity Goals of Title VI Today.” Anthropology News. 

Pollock, M., Yonezawa, S. & Edwards, B. “Solving the Math Problem in San Diego Together.” San Diego Union Tribune

Pollock, M. (2013). “It Takes a Network to Raise a Child: Improving the Communication Infrastructure of Public Education to Enable Community Cooperation in Young People’s Success.” Teachers College Record Volume 115 Number 7, 2013.

Yonezawa, S. (2013). Increasing Federal Financial Aid Access for California Community College Students  PATHWAYS to Postsecondary Success.

Mehan, H., Chang, G.C., Jones, M. &  Mussey, S.S. (2012). In the Front Door: Building a College-Going Culture of Learning. Boulder CO: Paradigm Press. 2012. 

Mehan, H & Jones, M. (2012). Trying to bend the bars of the iron cage: The possibilities and limitations of charter schools as models for successful school reform. In H. Mehan's In College's Front Door: Creating a College Bound Culture of Learning in High Schools. Boulder, CO: Paradigm Publishers.

Mehan, H. & Cheng, G. (2010) Is it wrong for us to want good things? The origins of Gompers Charter Middle School. The Journal of Educational Change 12(1): 47-70.

Mehan, H., Kauffman, G., Lytle, C., Quartz, K.H., & Weinstein, R.S. (2010). Educational Field Stations: A Model For Increasing Diversity and Access In Higher Education. In: Eric Grodsky & Michal Kurlaender (eds.), Equal Opportunity in Higher Education: The Past and Future of Proposition 209. Cambridge: Harvard Education Press.

Yonezawa, S., Mehan, H., & McClure, L. (2008). School climate and student achievement. In T. Timar and J. Maxwell-Jolly (Eds). Connecting the dots and closing the gap.  Chapter written for the California Superintendent of Public Schools P-16 Council. Davis, CA: Center for Applied Policy in Education, UC Davis. 

Mehan, H. (2006). Whole-School Detracking: A Strategy for Equity and Excellence. 2006. 

Mehan, H. and Lytle, C. (2006). Warren Institute Paper. 2006.

Mehan, H., Hubbard, L. & Stein, M.K. When Reforms Travel: The SequelJournal of Educational Change. 2006. 

Alvarez D., &  Mehan, H. (2005). Whole-School Detracking: A Strategy for Equity and Excellence. Theory into Practice 45 (1): 82-89.

Alvarez D., &  Mehan, H. (2004). Providing Educational Opportunities for Underrepresented Students. In: Diane Lapp (Ed.), Teaching All The Children.  New York: Guilford Publications Inc.

Rosen, L. &  Mehan, H. (2003) Reconstructing Equality on New Political Ground: The Politics of Representation in the Charter School Debate at UCSD. American Educational Research Journal 40 (3): 655-682.

Jones, M., Yonezawa, S., Ballesteros, E. & Mehan, H. (2002). Shaping Pathways to Higher EducationEducational Researcher, Volume 31, Number 2, March 2002. 3-17. 

Datnow, A.,  Hubbard, L., & Mehan H. (2002).  Extending Educational Reform: From One School to Many.  New York: Routledge.

Yonezawa, S., Jones, M. & Mehan, H. (2001). Partners for Preparation: Constructing and Distributing Social and Cultural Capital to Achieve Diversity.  In: William G. Tierney & Linda S. Hagedorn (Eds.) Extending Outreach: Strategies for Accessing College.  Albany NY: SUNY Press.

Datnow, A., Hubbard, L. & Mehan, H. Educational Reform Implementation: A Co-Constructed Process.

Mehan, H. (1997). Contextual Factors Surrounding Hispanic Dropouts

Mehan, H., Villanueva, I., Hubbard, L., Lintz, A. & Okamoto, D. (1996). Constructing School Success: The Consequences of Untracking Low Achieving Students.

 

School Improvement: Discussing Race and Inequality when Improving Schools

Pollock, M. (2016). “Why We Segregate: A Review of Confronting Suburban School Resegregation in California by Clayton A. Hurd.” American Anthropologist.

Carter, P. L., Skiba, R., Arredondo, M. I., & Pollock, M. (2017). You can’t fix what you don’t look at: Acknowledging race in addressing racial discipline disparities. Urban Education, 52(2), 207-235.

Pollock, M. and Tanya Coke, T. “Race and Overreaction: On the Streets and In Schools.” The Atlantic, Feb. 2, 2015. http://www.theatlantic.com/education/archive/2015/02/race-and-overreaction-on-the-streets-and-in-schools/385076/

Pollock, M. (August 1, 2013). “Fear and Rewriting Trayvon: Educator Thoughts.” Teaching Tolerance.

Pollock, M. (2008). Because of Race: How Americans Debate Harm and Opportunity in Our Schools. Princeton, NJ: Princeton University Press. (An ethnographic analysis of debates over educational opportunity in the U.S. Department of Education’s Office for Civil Rights, 1999-2001. Explores everyday debates between parents, educators, and federal employees over defining and achieving equal educational opportunity for students of color.)

Pollock, M. (2004) Colormute: Race Talk Dilemmas in an American School. Princeton, NJ: Princeton University Press. (Recipient of the American Educational Research Association’s Outstanding Book Award, 2005, and the American Educational Studies Association Critics’ Choice Book Award, 2005. Explores the everyday consequences of talking and not talking in racial terms about people, programs, policies, practices, and patterns in schools and districts.)

Pollock, M (2006). Toward Everyday Justice: On Demanding Equal Educational Opportunity in the New Civil Rights Era. Ohio State Law Review. 

Pollock, M (2006). Everyday Antiracism in Education. Anthropology News, 47 (2), February: 9-10, 2006. (“Rethinking Race and Human Variation” series, public education project, American Anthropological Association.)

Pollock, M (2005).Keeping On Keeping On: OCR and Complaints of Racial Discrimination 50 Years after Brown. Teachers College Record, 107 (9), September 2005: 2106-2140.

Pollock, M (2001). How the Question We Ask Most about Race in Education is the Very Question We Most Suppress. Educational Researcher, 30 (9), December 2001: 2-12.

Pollock, M (2005). Civil Rights and Academic Development: Mixed Methods and the Task of Ensuring Educational Equality. In Discovering Successful Pathways in Children's Development:  Mixed Methods in the Study of Childhood and Family Life, ed. Thomas S. Weisner. Chicago: University of Chicago Press. 

Qualitative Methodologies in Educational Research

Pollock, M. (2011). A Companion to the Anthropology of Education. “Companion to Anthropology” series, Wiley-Blackwell Publishing. (A reference volume designed to share the insights of the contemporary “anthropology of education” subfield.)

Pollock, M. (2009). “From Shallow to Deep: Toward a Thorough Cultural Analysis of School Achievement Patterns.” Anthropology and Education Quarterly 39 (4): December, 2008.

Pollock, M. (2004). Race Wrestling: Struggling Strategically with Race in Educational Practice and Research. American Journal of Education, 111 (1), November 2004: 25-67.

School Improvement: Evaluations of The Preuss School UCSD

McClure, L. and Sweet, M. (2015). The Preuss School at UCSD: Academic Performance Classes of 2012 and 2013

McClure, L. (2013). The Preuss School at UCSD: Academic Performance of the Class of 2011

Bohren, A. and  McClure, L. (2011). The Preuss School at UCSD: Academic Performance of the Class of 2010.

Bohren, A. and  McClure, L. (2010). The Preuss School at UCSD: Academic Performance of the Class of 2009

Strick, B. (2009). College Enrollment and Persistence of Preuss Alumni.

Betts, J.R. and Mehan, H. (2008). The Performance of Preuss School Students in AP Courses and on AP Exams

McClure L. and Reicher, C. (2008). Preuss Report Class of 2007

McClure L. and Reicher, C. (2007). Preuss Report Class of 2006

McClure, L., Strick, B., Jacob-Almeida, R. & Reicher, C. (2005). The Preuss School at UCSD: School Characteristics and Students' Achievement

McClure, L. and Cesar Morales, C. (2004). The Preuss School at UCSD: School Characteristics and Students' Achievement.

Research